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首页> 外文期刊>Qualitative research journal >'I was made to feel very discriminated against as an anglo-saxon': Grappling with pedagogies of change
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'I was made to feel very discriminated against as an anglo-saxon': Grappling with pedagogies of change

机译：“让我感到自己像是盎格鲁撒克逊人一样受到歧视”：应对变革的教学法

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Purpose - Critical discussion of the social conditions that shape educational thinking and practice is now embedded in accredited teacher education programmes. Beneath beliefs that critique of educational inequality is desirable, however, lie more problematic questions around critical pedagogies, ethics and power. Emotional investments can work to protect habituated ways of thinking, despite attempts to move students beyond their comfort zone. This strategic process can shift attitudes and promote intellectual and emotional growth, but can also produce defensive reactions. This paper, a self-study in relation to an incident in a tertiary education programme, examines how student feedback on content and pedagogy positions teachers and learners. The purpose of this paper is to frame and reframe ways in which learner feedback to critical approaches might be read. The argument examines, through dialogue, the potential of disruptive teaching approaches for recontextualising both learner and teacher response. Such exploration articulates particular tensions and challenges inherent in critical teacher education pedagogies. Design/methodology/approach - This is a reflective practitioner piece - involving journaling and the use of dialogue - to explore a critical incident. Findings - This is an exploratory piece - the authors explore the workings of tension in critical/poststructural pedagogical work. Originality/value - The deployment of dialogue as a method and as a way of presenting key issues is somewhat novel. The paper works through quite complex terrain in an accessible and reasonably clear fashion.
机译：目的-对塑造教育思想和实践的社会条件的批判性讨论现在已纳入认可的教师教育计划中。然而，在对教育不平等的批判是可取的信念之下，围绕着批判性教学法，道德和权力提出了更多有问题的问题。尽管试图将学生转移到他们的舒适区域之外，但情感投资仍可以保护习惯的思维方式。这一战略过程可以改变态度，促进智力和情感发展，但也可能产生防御性反应。本文是关于高等教育计划中的事件的自学，探讨了学生对内容和教学法的反馈如何定位教师和学习者。本文的目的是框架和重新构造学习者对关键方法的反馈的阅读方式。该论证通过对话检验了颠覆性教学方法对学习者和教师反应的重新关联的潜力。这种探索阐明了批判性师范教育方法中固有的特殊张力和挑战。设计/方法/方法-这是一门反思性的从业者文章，涉及日记和对话的使用，以探讨重大事件。调查结果-这是一个探索性的文章-作者探讨了紧张性在批判性/后结构性教学法工作中的作用。独创性/价值-将对话作为一种方法和一种提出关键问题的方式进行部署有点新颖。该论文以相当容易理解的方式在相当复杂的地形中工作。

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